Dissertation Defense Announcements

This program evaluation examined how college readiness was structured across public school, charter school, and homeschool secondary pathways in the state under study. The study addressed how governance, advising, curriculum sequencing, graduation monitoring, and transition practices aligned with postsecondary expectations and how leaders could strengthen alignment across pathways. Using a utilization-focused evaluation approach, I analyzed public documents and an anonymous stakeholder survey completed by 52 participants. Findings identified inconsistencies in advising, graduation monitoring, communication, credit transfer, and transition procedures, while also showing a shared commitment to student success. The findings informed the development of the College Readiness Alignment Model (CRAM), recommended as a practical framework for strengthening collaboration, consistent student support, progress monitoring, and postsecondary readiness across educational pathways.

Although K-12 educators are explicitly trained on evidence-based instructional strategies, many higher education faculty receive limited (if any) training in pedagogy. Using participatory action research, this study examined how implementing evidence-based practices (EBPs) in higher education classrooms influenced student engagement, student learning, and faculty efficacy. Seven faculty participants implemented EBPs over one academic semester while participating in monthly individual mentoring sessions that reflected on EBP implementation, introduced additional EBPs, and helped them adapt instructional practices to meet students' needs. Findings indicated that participants believed EBPs increased student engagement, participation, classroom interaction, and the overall structure of learning experiences. Faculty also reported greater instructional awareness, increased self-efficacy, and renewed enthusiasm for teaching. Based on these findings, the report recommends developing institution-wide instructional mentoring programs to support faculty instructional effectiveness and improve student learning outcomes.

This program evaluation investigated the influence of teacher-student mentorship on academic achievement and classroom behavior among students in Title I elementary schools across urban communities in Central Florida. With a focus on grades 3 through 5, the study examined whether structured mentorship relationships, modeled after initiatives such as My Brother’s Keeper and My Sister’s Keeper, relate to improvements in Florida Assessment of Student Thinking (FAST) scores and reductions in behavioral incidents. Utilizing a mixed-methods approach, the research incorporated anonymous teacher and parent surveys, optional interviews, and aggregated classroom-level data. The study was designed to be fully anonymous, ensuring participant confidentiality through careful data collection and reporting strategies. The study contributes to the field of educational leadership by evaluating the role of intentional mentorship as a Tier 1 intervention strategy in high-needs settings. Findings inform policy and practice by highlighting how supportive educator-student relationships can enhance student outcomes, particularly in schools serving historically underserved communities.

The transition from school-based leadership to district-level administration represents a significant shift in scope, responsibility, and systemic influence within K–12 educational systems. Despite the increased complexity of these roles, many districts have not established structured leadership development frameworks to support administrators moving into central office positions. The purpose of this program evaluation was to examine the leadership development experiences of district-level administrators and to identify gaps in preparation, mentorship, and professional learning structures following their transition from school-based roles. This explanatory sequential mixed-methods study surveyed 33 participants and utilized interviews to identify leadership gaps. Results revealed consistent deficiencies: 57.6% reported limited access to structured professional development, 66.7% noted an absence of formal pipelines, and 75.8% lacked consistent mentorship. Furthermore, 66.7% of participants felt unprepared, while 60.6% reported negative impacts on their leadership effectiveness. Findings indicated a systemic disconnect between leadership promotion and preparation. Consequently, the study recommended intentional system-level development structures, including formalized pipelines, mentorship models, and role specific learning. Strengthening these frameworks remains critical for building capacity and organizational coherence.

This qualitative program evaluation examined a competency-based early childhood education program at a private, nonprofit university in the Midwestern United States. The program is an equity-focused pathway serving diverse adult learners and early childhood professionals. The study explored faculty and student perceptions of equitable access, personalized learning, student success, and meaningful educational experiences. Using a utilization-focused evaluation approach, the study gathered data through interviews, focus groups, and surveys with five faculty and five currently enrolled students to identify program strengths and opportunities for improvement. Findings indicated that flexibility, faculty support, competency-driven assessments, and connections to professional experience supported engagement and learning and contributed to program effectiveness, while participants identified challenges with program navigation, technology, self-directed learning, and implementation consistency. Recommendations included strengthening faculty development, clarifying program expectations, expanding individualized student supports, and systematically using faculty and student feedback and program data to advance equitable access, program quality, and continuous improvement.

This study examined the impact of Personalized Learning Plans (PLPs) and mentorship programs on the academic performance of at-risk high school students, focusing on absenteeism and credit deficiencies. The purpose of the study was to determine the key elements of PLPs and mentorship programs to develop and implement strategies that improve graduation rates for these students. A mixed-methods research design was employed, which incorporated both quantitative and qualitative data. Data were collected through surveys distributed via social media and email, as well as semi-structured interviews with high school teachers, counselors, principals, and community-based mentors across the United States. Additional insights were drawn from existing research and educational policy. Findings indicated that the use of PLPs, combined with consistent mentorship, led to increased attendance, improved behavior, and higher graduation rates among at-risk students. However, challenges such as limited administrative support, inconsistent mentor availability, and a lack of parental engagement were identified. The study concluded that these interventions are effective when implemented with fidelity and supported by strong leadership. Recommendations included ensuring structured mentor programs, incorporating student input in PLPs, and strengthening administrative accountability to sustain long-term success.

This program evaluation examined how educators and school leaders interpret and implement Positive Behavioral Interventions and Supports (PBIS) and restorative discipline practices for students with disabilities in secondary settings, and what factors influence the equity and consistency of their application. Although secondary schools have widely adopted these frameworks to reduce exclusionary discipline, students with disabilities continue to be removed from instruction at disproportionate rates, revealing a gap between policy and practice. The overarching research question asked how educators interpret and implement these frameworks for students with disabilities, including alignment with behavioral intervention plans and the Individuals with Disabilities Education Act, and what shapes the equity and consistency of their application. The study used a qualitative-dominant mixed-methods design grounded in an implementation-focused program evaluation approach, collecting data through a national educator survey (N = 35), five semi-structured interviews, and document analysis. Findings indicated that although the frameworks were widely adopted, they were unevenly enacted. PBIS was often reduced to rewards, and restorative practices were inconsistently understood and rarely implemented with fidelity. Discipline for students with disabilities depended more on individual judgment and bias than on shared policy, and educators identified inadequate training and limited guidance as central barriers, with equity suffering as a result. Taken together, the findings identify educator capacity and system design, rather than individual discretion, as the decisive levers for equitable discipline. Recommendations include sustained, job-embedded professional development, clear decision-making tools, distributed special education expertise, formative review of discipline data disaggregated by disability status, and a supporting policy to institutionalize these supports.